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Designing Visual Lesson  in  EnglishForeign  Language Classroom

Designing Visual Lesson in EnglishForeign Language Classroom

Morover, visual aids are those instructional apparatus or equipement which are used in classroom to encourage learning and make it easier and motivating .Visual aides are effective tools that helps to bring the real world and activate the actuality in classroom .As Brinston indicates that the use of visuals aides can help in language teaching increasement and development ,as they help teacher to make the environement of classroom as real and learning more existing and extent . Becouse , they are keys to help student to acquire the information and assemble the knowledge. Manan (2005) betoken , by the use of visual aids teacher can make clear ,suitable and exact concepts , interpretations and appreciations and make learning more concrete and tangible .
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Cultural Appropriation Torn between Conscious and Unconscious English Language Classroom Practices

Cultural Appropriation Torn between Conscious and Unconscious English Language Classroom Practices

The obtained responses reveal that EFL students are likely to commit serious gaffes, as they are unable to produce utterances that can be understandable by people who belong to other cultures. Moreover, their native culture seems to have great influence on the way they perform in English. For instance, the expression ردصلا جلثي ربخ echoes the students’ culture as the translations given by them reflects the environment (the ecological culture) in which they live. They translated it as “news that freezes the heart” instead of “warms the heart” which is acceptable and understandable for the English-speaking people. The Arabs’ climate is known for hot and dry conditions. Therefore, expressions associated with cold weather often refer to positive inferences of happiness. In contrast, people of English-speaking countries live in a climate that is almost of the year wet and cold. Therefore, the relationship between happiness and cold is conceivable for the Arabs whereas it is unthinkable for the English-speaking people who associate happiness with terms of hot and warm weather. This example may be an indicator that shows how EFL learners appropriate the target culture due to ignorance of its cultural norms of speaking. “News that freezes the heart” can have positive connotation whereas in English can have negative connotation and may result in misunderstanding. The environmental conditions, in addition to many other factors such as religion, traditions, educational background, as a part of culture, may be influential to the way people perform the language and are likely to lead EFL learners to appropriate the target culture.
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Communicative 2.0 : video games and digital culture in the foreign language classroom

Communicative 2.0 : video games and digital culture in the foreign language classroom

Surprisingly, so far little has been attempted by educators to use the extensive mod tools available for The Sims 2 to insert learning content in a way that naturally integrates[r]

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Teaching Culture in the Foreign  Language Classroom The Case of English Language classes in Mostaganem University

Teaching Culture in the Foreign Language Classroom The Case of English Language classes in Mostaganem University

transformed oral tradition, transmitted through storytelling, bardic epics, mythical re- enactments and performances, into textual tradition, handed down by scribes». In fact, writing is an important activity that transmits the cultural knowledge. The content of any written passage reflects the author’s culture including the way of writing, the purpose of writing, how this purpose is achieved, the situation and the circumstances of writing, in short, the way a piece of discourse should be written is shaped by culture. Thus discourse differs from one culture to another. Each culture has its specific genres such as the type of topics and themes, the language, and the audience. However, the audience criteria are not shared cross-culture, in this context Kramsch asserts : «What might have been intended as
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Steven McCafferty et Gale Stam (eds), Gesture. Second Language Acquisition and Classroom Research. Londres, Routledge, 2008, 327 p.

Steven McCafferty et Gale Stam (eds), Gesture. Second Language Acquisition and Classroom Research. Londres, Routledge, 2008, 327 p.

La cinquième partie, Gesture and the L2 Classroom, examine les gestes en classe de langue. Dans l’article « “Because of Her Gesture, It’s Very Easy to Understand” – Learner’s Perceptions of Teachers’s Ges- tures in the Foreign Language Class », Daniela Sime étudie comment les apprenants perçoivent les gestes des enseignants et d’autres compor- tements non verbaux dans la classe de langue. Ensuite Martine Faraco et Tsuyoshi Kida, dans « Gesture and the Negotiation of Meaning in a Second Language Classroom », étudient la négociation du sens en classe de langue, notamment les différences pour les apprenants d’une L2, entre une situation d’interaction didactique (enseignant-apprenant) et une situation dyadique (conversation entre deux apprenants). Enfin, l’article d’Alexis Tabensky, « Expository Discourse in a Second Lan- guage Classroom: How Learners Use Gesture », propose une étude des typologies des gestes produits en classe de langue par des apprenants de français L2 lors d’un exposé et pendant le débat qui suit (interaction avec discours spontané).
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Culture Responsiveness in a Global Virtual Classroom

Culture Responsiveness in a Global Virtual Classroom

because of lack of motivation or concentration,but in front of a computer, a student must rely on his own knowledge and skills. B. Video Conferencing: Video conferencing allows the students to listen to spontaneous native speech delivery, and makes them respond in an unplanned way. Learning situations of this type are really scarce in an ordinary foreign language classroom. They improve the listening and the speaking of introverts and extroverts alike. They also make students develop their communicative competence and share affinities with users of English from different parts of the world. During class, learners are to give questions about the cultural loads of their partners and to explain things about their own culture. This task is most of the time achieved via responding verbally during discussion. They are therefore invited to behave by their own and on the immediacy. Such an activity gives EFL students much needed practice in listening and speaking. Furthermore, it helps learners overcome difficulties in expressing personal ideas and views of various topics, as there is less pressure in such a learner-centred situation.
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Gender bias in EFL classroom

Gender bias in EFL classroom

Thus, Poynton (1985) asserted that although teachers do not think that they give equal attention to both genders; girls actually receive the less attention. Therefore, many researchers agree with the point that the findings are not overgeneralized (Durán, N. C, 2006, p. 126). To conclude, Sunderland (1998: 51) affirmed that girls are the victims under boys’ domination. However, she assumed that when it comes to the interaction between teachers and students’in the Foreing language classroom envirement, studies have not full evidence to prove that male are the dominant figure in theclassroom, actually there are some classes where girls play a role in initiating more interaction than boys do (Männynsalo,A, Master thesis, 2008, p. 14). Thus, these finding are unjustified and cannot be overgeneralized for how males and females pupils are treated by their EFL teachers.
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Twin classroom dilemma: to study together or separately?

Twin classroom dilemma: to study together or separately?

In the present study, twins were followed longitudinally from ages 7 to 16 years, which span the elementary and high school education in the UK and Quebec, Canada. The study addresses two main research questions: 1) Are there average positive or negative effects on school achievement, cognitive ability and academic motivation of twins, associated with being in the same vs. different classroom; and do the effects vary as a function of twins’ sex and/or zygosity, and the timing of separation? (2) Are twins taught in different classes more different from each other in achievement, cognitive ability and academic motivation than twins taught in the same class? In addition, are these differences greater for DZ twins than MZ twins, reflecting greater initial genetic and/or environmental differences for DZ twins?
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Toward classroom experiences inclusive of students with disabilities

Toward classroom experiences inclusive of students with disabilities

processes and rarely take the lead we identified during the CHI 2018 workshop on the design of inclusive educational classroom technology for people with VI [2]. These relate to opportunities and challenges for: 1) inviting connection, 2) promoting people with VI as creative agents, and 3) developing effective assessments of educational technologies at scale. We unpack each of these three topics on which we reflected and shared during the workshop. We present them as the beginnings of a useful rubric to follow when planning inclusive education research. These tactics combine to push back against traditional educational settings for students with disabilities that isolate them. Instead, they intend to facilitate interdependencies among students by inviting connections and to maintain all participants as learners and contributors [3]. As such, they emphasize the participation of all students while attempting to uplift those with disabilities who have been traditionally marginalized [4].
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History Outside the Classroom / L’histoire à l’extérieur de la salle de classe

History Outside the Classroom / L’histoire à l’extérieur de la salle de classe

Ces derniers sont choisis dans la mesure où ils donnent à voir une histoire de l’Europe et des relations franco-allemandes, et dont la conception est à l’initiative soit des partenaire[r]

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History Beyond the Classroom / L’Histoire en marge de la salle de classe

History Beyond the Classroom / L’Histoire en marge de la salle de classe

Imagine giving History students an opportunity to work with software engineering students to develop an educational app, or a design student to create a better website to showcase res[r]

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History Beyond the Classroom / L’histoire en marge de la salle de classe

History Beyond the Classroom / L’histoire en marge de la salle de classe

4. History students need to pick up on the jargon, locations, and terms associated with different historical periods and disciplines. If there’s unique lingo, acronyms, or language that your team/ organization uses, they will be quick to understand and adopt it. 5. These kids know how to write.

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History Outside the Classroom / L’histoire à l’extérieur de la salle de classe

History Outside the Classroom / L’histoire à l’extérieur de la salle de classe

16 Société historique du Canada History Outside the Classroom L’histoire à l’extérieur de la salle de classe More than two years ago, CHA Council members initiated a discussion about sexual harassment. Inspired in part by the #MeToo movement, and in part by actions taken by the Amer- ican Historical Association under the leadership of Mary Beth Norton, Council members worked toward designing a survey of personal experiences at the annual meeting. That seemed a log- ical starting-point: if we could figure out what was happening at Congress, we would be in a far better position to design a policy around sexual harassment than to do so blindly.
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Classroom Explorations: Pendulums, Mirrors, and Galileo’s Drama

Classroom Explorations: Pendulums, Mirrors, and Galileo’s Drama

on these individually and collectively, my students came into respectful dialogue with each other and explorers of the past. Teaching in this classroom encompasses creating spaces where everyone can explore and reflect while having the safety to attempt something as tentative as holding a mirror so it sends light out a doorway or as risky as broaching a discussion regarding morality among participants who act from differing grounds. In doing this work, I found myself becoming curious about each student’s explorations, imagining possibilities, and noticing what they overlooked. I used this observational and reflective research in responding, whether by planning the next activity, selecting readings and materials, or addressing a question or email. My seeking to support and provoke fuller explorations on the part of my students had a part in enriching their exposure to materials and experiences that became integral to developments in understanding science, history, and themselves. While my students, individually and as a class, were the ones who applied themselves by all the means that produced these developments, I as their teacher had a role, one that worked more through the medium of interaction than by directing others.
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Classroom negotiations : implementing new strategies for learning

Classroom negotiations : implementing new strategies for learning

The Private Industry Council and the School to Career office viewed the projects as an exploratory exercise in which the range of experiences could be recorded and eval[r]

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Toward classroom experiences inclusive of students with disabilities

Toward classroom experiences inclusive of students with disabilities

EFFECTIVELY ASSESSING EDUCATIONAL TECHNOLOGIES Finally, we need to encourage the research and study of educational technology within their context of use. Still today, we rarely find examples of AT being studied outside the lab in real-world educational settings; hence, we are failing to understand how they (re)shape classroom relationships. This is all the more important considering that successful inclusion at school is multifaceted. Schooling is more than the acquisition of knowledge and skills: It enables socialization and the acquisition of cultural norms and social integration, as well as social placement toward different professional careers [6]. Yet the majority of technology evaluations rarely account for these other functions of schooling.
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Optimizing classroom acoustics using computer model studies

Optimizing classroom acoustics using computer model studies

The determination of optimum reverberation time and the optimum location of the added sound absorbing material is also influenced by the ambient noise level. However, the location of the[r]

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[PDF] Bootstrap open classroom pdf | Cours Bootstrap

[PDF] Bootstrap open classroom pdf | Cours Bootstrap

J'ai utilisé les classes pour grand écran avec les classe col-lg-* , ce qui fait qu'à la réduction, je me retrouve avec un empilage dès que je passe en dessous de 1200 pixels (voir figu[r]

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Classroom Management Control; Between Novice and Experienced  Teachers

Classroom Management Control; Between Novice and Experienced Teachers

I. 3 Abstract This research aims to investigate the differences between novice and experienced teachers in terms of teaching techniques. It examines the performance of novice and experienced teachers as they grapple with essential aspects of teaching as example classroom management; which may provide insights into difficulties they encounter in becoming experienced and effective. The purpose of comparing these two groups of teachers is to see whether differences between them be referred to the years of experience and teaching methods. In this context, this research work was conducted in Yahia Cherif secondary school in Mostaganem where qualitative methods was used in order to obtain valid and valuable data; the classroom observation and the interview. The observation was carried out in the classroom, while the interview concerned novice and experienced teachers. The findings revealed that there were significant difference between novice and experienced teachers. The experienced teacher had the main qualities of the effective teacher. Those, differences and qualities helped revealed what aspects are available in experienced teachers endowed with, as opposed to the novice ones. Furthermore, the other findings of this research show the difficulties that face the beginner teachers become experienced such as; lack of ability in managing the classroom and dealing with different students needs. To conclude, this study put forward some recommendations and suggestions for both teachers to improve their teaching act.
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Twin classroom dilemma : to study together or separately?

Twin classroom dilemma : to study together or separately?

There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effects of classroom separation? Are twins taught in different classes more different from each other than twins taught in the same class? Twin pairs from two large representative samples from Quebec (Canada) and the UK were evaluated across a large age range (7 to 16 years) on academic achievement, several cognitive abilities and motivational measures. Our results show almost no sizeable positive or negative average effect of classroom separation on twins’ achievement, cognitive ability and motivation. Twin pairs at age 12 (Quebec, Canada) and at age 16 (UK) were slightly more similar on achievement if placed in the same classroom, with slightly greater similarity among MZ twins than DZ twins. However, the few effects found were weak, and it remains unclear whether they result from classroom separation or other factors. These results suggest that in terms of educational outcomes, policymakers should not impose rigid guidelines to separate twin pairs during their education. The choice of whether to educate twin pairs together or separately should be up to parents, twins and teachers, in response to twins’ individual needs.
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